Clinical Field Experience B Learning Differences
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Clinical Field Experience B: Learning Differences
College of Education, Grand Canyon University
SPD 560: Language Development
Professor Grace Opigo
December 20, 2023
1
Clinical Field Experience B: Learning Differences
I had a great experience while working with my mentor and students on the literacy lesson. As per usual, the class consisted of students with varying abilities, needs, and requirements. These students are all capable of reaching academic goals as long as the approaches to learning and assessment are geared to each individual student (Lipp and Helfrich, 2016). Working with my mentor, I was able to get a firsthand look at the challenges present when instructing students with varying needs. Students with learning differences must be taught using strategies specific to their needs (Kent and Giles, 2016). Through informal assessment, or evaluation, students chose where they wanted to sit, which allowed them to be more focused on the lesson with limited distractions. Delivering the Lesson
The lesson began by reviewing words that had /th/ and /sh/ target sounds with images that corresponded for each word. We implemented the I say, we say, you say strategy for learner unfamiliar words. I read aloud a passage that contained these sounds, and students were
required to highlight those words when we came to them. We reviewed the words the students highlighted as a class, and then split into groups depending on their understanding of the content. Mrs. Crowder, the special education teacher, and I worked with 3 students who were struggling to grasp the content. The inclusion support Para educator worked with the majority of the class, while we worked with those struggling individually. While reviewing words with /th/ and /sh/ sounds, every student was participating and showed no sound of struggle. Students were required to highlight words with the target sounds 2
from a paragraph we read together. All students appeared to be following along with the passage and highlighting the appropriate words. Although some words were left off here and there, 3 students were missing about half of the highlighted words. Interventions
Working with my mentor, we decided on 2 interventions that addressed the needs of the students. Each intervention was created to meet the specific needs of the students based on their abilities. We wanted the strategies we implemented to be fun, so students would enjoy learning instead of feeling punished for not understanding. One intervention was a bingo game that was made of /th/ and /sh/ sounds. The second required students to play a matching game where they read the word on the card and then matched it with its image. The last intervention required students to build words with letter cubes depending on teacher verbal directions. Future Practices
I learned that there are different approaches to teaching content and numerous interventions that can be implemented to increase student understanding. Finding the best approach for instruction and implementing interventions is the key to student progress. It is important to be knowledgeable of my students’ strengths and needs, so I can best meet them where they are. 3
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References
Kent, A. M., & Giles, R. M. (2016). Dual Certification in General and Special Education: What Is the Role of Field Experience in Preservice Teacher Preparation? Professional Educator,
40(2), n2. Retrieved from https://eric.ed.gov/?id=EJ1120324
Lipp, J. & Helfrich S, R. (2016). Pre-Service Teachers’ Growth In Understandings of Best Practice Literacy Instruction Through Paired Course and Field Experience. Reading Horizons: A Journal of Literacy and Language Art, 55(2). 46-59 Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol55/iss2/4/
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